KITCHEN HELP 3 Loading & Unloading the Dishwasheren.copian.ca/library/learning/gap/kitchen/pdf/kitchen-3-dishwasher.pdf · 7. Knives, forks and spoons ... • Document Use 1 • Writing

Loading & Unloading the Dishwasher

Bridging the Employment Gap 2008 Kitchen Help 89

Loading &

Unloading the

Dishwasher






This unit will help students to sort and stack dishes and cutlery taken out of a

dishwasher. They will be asked to put things away according to labels or verbal instructions.

This will enable them to put away or get dishes or cutlery of different types, by name, in a

restaurant setting. They will be given the opportunity to load and unload a dishwasher.

PREREQUISITE OR ADDITIONAL SKILLS NOT TAUGHT IN THIS UNIT

• Understands concepts of “same” and “different”, “small”, “medium” and “large”.

• Recognizes that objects have different shapes.

• Recognizes and names dishes and cutlery used in everyday life.

OBJECTIVES

Students will

• Identify dishes and cutlery by name

• Categorize / sort: as directed (orally or written), and according to own choices

• Recognize basic shapes: round, oval

• Put items in order from smallest to largest

• Stack like materials according to type, shape and size

• Unload a dishwasher or dish draining rack

• Store / stack dishes safely and hygienically

MATERIALS

• Dishes of various sorts: especially oval and round plates of varying sizes

• Glasses, cups and mugs

• Collection of cutlery

• Cutlery drawers or drawer organizers

• Paper plates

• Cardboard, scissors, markers, labels

• Vocabulary cards

• Dish draining rack

• Access to dishwasher if possible

• Shelves, cupboards and drawers to use for practice in sorting and stacking

• Hard boiled egg (Task 1)

• Laminating facilities: mount and/or laminate all Teaching Aids



VOCABULARY

• Bowl

• Breakfast

• Cup

• Cupboard

• Cutlery

• Dessert

• Dinner

• Drawer

• Fork

• Glass / glasses

• Juice

• Knife

• Large / larger /largest

• Lunch

• Medium

• Mug

• Oval

• Plate / plates

• Platter

• Round

• Saucer

• Small / smaller / smallest

• Sort

• Soup

• Spoon

• Stack

• Tray

• Utensils

• Water

RESOURCES

• Sorting by Size unit in Retail manual (Bridging the Employment Gap; Simcoe/Muskoka

Literacy Network)

• The lunchroom or kitchen where you work; if there is no place that has the dishwasher and

dishes, perhaps you could arrange a visit to a local small restaurant (during quiet hours) to

see how dishes are stored.



#

Activity Description

ESSENTIAL SKILLS

RT

DU

W

N

OC

TS

WWO

CU

CL

MM SBA MC DA NE PS DM JTPO SUM FI

1. Round and oval 1 1 1 1 1 1 * *

2. Plate shapes 1 1 1 * *

3. Sorting by size 1 1 1 1 1 1 * *

4. Large and small / round

and oval

1 1 1 * *

5. Bowls 1 1 1 * *

6. Glasses, cups and mugs 1 1 1 * *

7. Knives, forks and

spoons

1 1 1 2 * *

8. Labels 1 1 1 1 2 * *

9. Load & unload the

dishwasher

1 1 1 1 1 2 * * *

D Sort them out 1 1 1 1 2 *



Learning Activity Loading & Unloading the Dishwasher


LEARNING ACTIVITIES

1. ROUND AND OVAL • Reading Text 1

• Document Use 1

• Writing 1

• Oral Communication 1

• Thinking Skills

° Problem Solving 1

° Decision Making 1

° Significant Use of Memory

• Continuous Learning

Materials:

• Teaching Aid: Round and Oval

• Student Activity Sheet: Round or Oval

• Flip chart or chart paper & marker, or

board

• Egg (hard boiled for safety!)

Ask the student to look around the classroom and find things that are round.

• Remind students that things that are round look like a circle or a ball-there are no

corners.

• List round items on the board or flipchart.

• If any students are unsure of the concept of round, draw a circle or show them a

round plate (see pattern).

Explain what is meant by "oval". You might use a round balloon and squash the sides

with your hands. An oval looks like a squashed circle.

• Show the students an egg.

• Ask if it is round or oval. Often, people think of an oval as egg-shaped.

• Have students draw an oval.

• Ask students what else they can think of that is oval-shaped (race track, the face, a

locket, picture frame, etc.)

Teach vocabulary: round, oval.

Use Teaching Aid: Round and Oval and Student Activity Sheet: Round or Oval for follow up.



2. PLATE SHAPES • Oral Communication 1

• Thinking Skills





Materials:

• Oval and round plates

• Teaching Aid: Round and Oval

• Large table for sorting plates on

Explain that some plates are round and some are oval. Show the plates that you have

collected.

Ask why it would be important to have all the plates of the same shape together? (look

neater, easier to sort by size, etc.)

Explain that when they take plates out of the dishwasher they should put all of the round

plates together and all of the oval plates together.

Cut out the two shapes (use Teaching Aid: Round and Oval).

• Display each in a separate area of the table.

• Ask students to sort the plates you have brought in, into the two areas, depending

on which shape the plate is like.



3. SORTING BY SIZE • Reading Text 1

• Document Use 1

• Writing 1


• Thinking Skills





Materials:

• Student Activity Sheet: Small, Medium

and Large.

• Cans, spoon, bowls, containers of varying

sizes

• Student Activity Sheet: Smallest to

Largest

• Sorting by Size unit in the Retail manual

Explain that another way of comparing things is by size.

Ask students to look around and find like things (pencils, desks, chairs, etc.) of different

sizes (small, medium and large.) Teach vocabulary: “small” “medium”, “large”.

• Ask students to identify items which are small, which medium, and which large.

• Note that these are comparative: the largest pencil is still smaller than the smallest

desk.

• For added practice, give Student Activity Sheet: Small, Medium and Large.

Give students cans, spoons, bowls, plates or containers of different sizes.

• Ask students to put them in order from the smallest to the largest.

For added practice with sorting and ordering items, have students cut out all the pictures

on Student Activity Sheet: Smallest to Largest, shuffle them up, sort them according to like

things and then order them from the smallest to the largest.

Refer to Sorting by Size in the Retail manual if additional instruction and practice is needed.



4. LARGE & SMALL / ROUND & OVAL • Oral Communication 1

• Thinking Skills





Materials

• Large, medium and small plates, both

round and oval. (See Materials on page

2)

Explain that restaurants often use small plates for bread and butter, medium size plates for

sandwiches or lunch items, and large plates for the main dinner.

Using your collection of round and oval plates, ask students to sort them into large,

medium, and small sizes of each shape. Display one example of each size for future

reference. Explain that some people call the largest plates , platters.

Show students how to stack plates according to size and shape. Ask why this might be

important. (If the plates are not the same size and shape, they might tip and fall over; when

you are looking for a certain size and shape plate, it is easier if they are all in the same pile.)

Have students practise sorting and stacking plates of the same size. Demonstrate how to

handle plates hygienically: hold on edges, not where food will be served.

5. BOWLS • Oral Communication 1

• Thinking Skills





Materials

• collection of various size bowls

Ask students when they visit a restaurant and order soup, what type of dish is it served in?

Explain that some restaurants use bowls for cereal, ice cream, soup, dessert, and salads,

etc.

• These bowls must also be washed.

• When the bowls come out of the dishwasher, they have to be stacked according to

size and shape.

• Why would this be important?

• Display one example of each size for future reference.

Have collection of various size bowls to sort and stack. Demonstrate hygienic handling:

keep hands out of where food will go.



6. GLASSES, CUPS AND MUGS • Oral Communication 1

• Thinking Skills





Materials:

• Collection of glasses (at least 2 sizes),

cups and mugs

Ask students what they like to drink in a restaurant for breakfast? Lunch? Or dinner?

• What would it be served in? (a glass, a cup or a mug)

• Discuss the different types of glass: juice, water, etc.

• Display examples for future reference.

Ask what sort of drinks are served in glasses, and what in cups or mugs? (cold and hot)

• What is the difference between a cup and a mug? (A cup usually has a saucer under

it, and is smaller than a mug.)

Show students the collection of glasses, cups and mugs. These too will be removed from

the dishwasher and sorted before being used again.

Have them sort the items into like types and sizes. Demonstrate hygienic handling: don’t

touch rim.

7. KNIVES, FORKS AND SPOONS • Oral Communication 1

• Thinking Skills



° Job Task Planning & Organization 2



Materials:

• Assortment of cutlery: knives, 2 sizes of

forks, 2 sizes of spoons

• Cutlery drawer organizer with at least 5

sections

Tell students when eating in a restaurant, you will be given eating utensils: knives, forks

and spoons. (cutlery) Sometimes these are laid on the table; other times, they are rolled in

a napkin. Sometimes additional cutlery is given if you order a particular item: soup spoon

for soup, steak knife for steak. If you order take-out, you will usually be given plastic

utensils.

Remind them that when cutlery comes out of the dishwasher, it has to be sorted by type

and size. This makes it easier for the person who must get the utensils to lay the table.

Show a cutlery drawer organizer. Discuss where the different types of cutlery might go in

this organizer: knives, large forks, small forks, soup spoons, small spoons.

Discuss how to put cutlery away in a hygienic way: hold by handles not by eating end.

Why? (Your hands might be dirty; you don’t want to get germs on the clean piece of cutlery;

no one wants to put something you have held in their mouth.)

Ask students to sort the cutlery you have brought in, into the drawer organizer.



8. LABELS • Document Use 1


• Thinking Skills






Materials:

• Labels / vocabulary cards

• Table or shelves for sorting

• Cutlery drawer organizer

• Full assortment of dishes and cutlery

Tell students that when they work in a kitchen, they may notice labels on the shelves,

cupboards, and drawers that tell where things go when they come out of the dishwasher.

Make labels to match the items discussed in previous learning activities.

• Large round plates,

• Large oval plates,

• Juice glasses,

• Water glasses,

• Mugs,

• Soup bowls,

• Dessert bowls, etc.

Teach all vocabulary necessary.

• Use the labels like flash cards for practice.

• Students might focus on initial consonants to help with the recognition of the words.

Read labels with students and place them on the long sorting table or on empty shelves.

• Ask students to stack and sort the plates, placing them behind the appropriate label.

Repeat with bowls, then the glasses, etc.

Make vocabulary cards / labels for the cutlery as well, and repeat the exercise.

Explain that in a restaurant each different type or size of cutlery would have its own

drawer section: they would never mix types or sizes together.



9. LOAD AND UNLOAD THE

DISHWASHER • Document Use 1

• Writing 1


• Thinking Skills





• Working With Others


Materials:

• Location with dishwashing machine

• Assortment of dishes to wash

If your office, canteen, or workplace has a dishwashing machine, take students and

observe, or demonstrate, how it is stacked. (Each machine has a different stacking format.)

Ask students what they think the stacking procedure would be for the machine you are

looking at: where would plates go? cutlery? etc.

Tell them that there are some common rules to follow:

• Extra food or drink is always removed, and

• Often the plates are rinsed before putting them in.

• For safety, care must be taken when handling knives.

• Putting cutlery in with the handles upwards makes it possible to remove them by the

handles.

• Be careful that glasses do not touch each other.

• Don’t force anything: it might break.

Perhaps students could take turns stacking the machine.

When the dishwashing and cooling cycle is complete, ask if it would be possible for

students to unload the dishwasher and put away items, according to the procedure being

used in the location you are visiting. If no set procedure is followed, ask if students could

suggest a way to stack the dishes and put away the cutlery: for example, labeling the

cupboards, drawers and shelves.

You could make this part of another activity: perhaps a shared lunch, practicing social

behavior – conversations, etc. Afterwards, the cleanup (dishwasher) would be a natural

conclusion.

***The student would receive full training with loading a dishwasher in a restaurant. Here

the focus is on identifying like dishes and cutlery, and on safe handling of all dishes.

Reading the operational instructions in the manual is a higher level skill.



Teaching Aid Loading & Unloading the Dishwasher


Round and Oval

Round:

Oval:

Teaching Aid Loading & Unloading the Dishwasher


Student Activity Sheet

Bridging the Employment Gap 2008

Write the word “round” or the word “oval” beside the picture.

_______________________

_____________________


Round or Oval?


_______________________ ______________________

_____________________ ____________________


Kitchen Help 105


______________________

____________________

Student Activity Sheet Loading & Unloading the Dishwasher




Round or Oval, cont.

(the button)

_____________________

(the lights)

___________________


Round or Oval, cont.

(the opening in the frame)

__________________

(the eggs)

________________


Kitchen Help 107

(the opening in the frame)

__________________





Small, Medium, and Large

Write small, medium or large for each picture.

_________ __________ __________

___________ __________ _____________





Smallest to Largest

• Cut out all the pictures.

• Then sort them so that you have all of a certain type

together: all the glasses, all the mugs, etc.

• Now arrange each group in order, from smallest to largest.





Smallest to Largest,cont.


Smallest to Largest,cont.


Kitchen Help 113





Smallest to Largest, cont.



Demonstration Loading & Unloading the Dishwasher


DEMONSTRATION INSTRUCTOR PAGE

Sort Them Out

ESSENTIAL SKILLS • Reading Text 1

• Document Use 1

• Thinking Skills



° Job Task Planning &

Organization 2


DEMO DESCRIPTION

The student will be given a selection of cutlery to sort into sections of a cutlery organizer. The

student will also be asked to sort and stack dishes and glasses according written labels.

Finally, the student will be asked to get several specific items.

INSTRUCTOR NOTES

• Do this demonstration in a location where you can use a dishwasher if possible. Load the

dishwasher with clean dishes and cutlery. If this is not possible, use a dish draining rack. Load

it.

• Use a collection of cutlery and a cutlery drawer organizer.

• Use an assortment of glassware and dishes.

• Make labels for each type of dish or glass. Put labels on shelves or other sorting area.

• Provide a tray for the items listed in Task 3. (Make sure you have the items named in Task 3.

• Provide What I Have Learned and Skills Practised to link demonstration to the Essential Skills

With student

• Read aloud instructions if necessary.

• Do not read labels aloud.

ACHIEVEMENT INDICATORS • Unloaded dishwasher safely

• Handled dishes and cutlery in hygienic manner

• Sorted dishes by type

• Sorted each type by shape

• Sorted each type by size

• Could read the labels

• Placed dishes in correct labeled location

• Sorted cutlery appropriately

• Assessed own performance





Sort Them Out

TASK 1

You are working in the kitchen of a small restaurant. The

cutlery has not been away neatly. The owner has asked you to

sort it out.

Sort the cutlery into the labeled sections of the cutlery

organizer.

Your instructor will check your work.





Sort Them Out

TASK 2

You have just taken glasses and dishes out of the

dishwasher. You must put them away according to the labels.

Use the dishes provided by your instructor.

Put them away according to the labels given.





Sort Them Out

TASK 3

The waiter has asked you to give him some dishes and cutlery

to take to his table in the restaurant.

He asks for these things to be put on a tray for him.

• A small round plate

• A juice glass

• A water glass

• A knife, a fork, and a soup spoon

• A cup and saucer with a small spoon





Sort Them Out

TASK 4

I Can Unload the Dishwasher I CAN YES/DATE

I can sort plates according to shape.

I can sort dishes according to size.

I can sort dishes according to type (bowls,

plates, etc.)

I can stack plates safely.

I can stack bowls safely.

I can sort cutlery into a cutlery organizer.

I can handle cutlery and dishes hygienically.

I can put dishes away according to labels.

I know the names of different dishes and

cutlery.

I can get specific dishes and cutlery when I am

asked.





DEMONSTRATION ASSESSMENT

Sort Them Out

Student:__________________________

Instructor:________________________

Date:____________________________

Total Time for Demonstration:_______

Help Given? _____Yes _____No

Details:_________________________

Accommodations?: _____Yes ____No

Details:_________________________

ESSENTIAL SKILLS:

• Reading Text 1

• Document Use 1

• Thinking Skills





ACHIEVEMENT INDICATORS BEGINNING DEVELOPING ACCOMPLISHED

• Unloaded dishwasher safely

• Handled dishes and cutlery in hygienic manner

• Sorted dishes by type

• Sorted each type by shape

• Sorted each type by size

• Could read the labels

• Placed dishes in correct labeled location

• Sorted cutlery appropriately

• Assessed own performance



ADDITIONAL COMMENTS

Documents

KITCHEN HELP 3 Loading & Unloading the Dishwasheren.copian.ca/library/learning/gap/kitchen/pdf/kitchen-3-dishwasher.pdf · 7. Knives, forks and spoons ... • Document Use 1 • Writing